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UNIVERSITY    OF    ILLINOIS    BULLETIN 

Issued  Weekly 
Vol.  XX  May  21,  1923  No.  38 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
Act  of  August  24,  1912.  Acceptance  for  mailing  at  the  special  rate  of  postage  provided  for  in 
section  1103,  Act  of  October  3,   1917,  authorized  July  31,   1918.] 


EDUCATIONAL  RESEARCH  CIRCULAR  NO.  18 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 

EDUCATIONAL  TESTS  FOR  USE  IN 
HIGH  SCHOOLS 

By 

Walter  S.  Monroe 

Director,  Bureau  of  Educational  Research 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS 
URBANA 


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Educational  Tests  for  Use  in  High  Schools 

An  intelligent  attitude  toward  educational  tests.  For  several 
years  the  use  of  educational  tests  has  been  urged  with  much  enthus- 
iasm and  eloquence  by  writers  and  by  a  very  large  number  of  those 
who  have  contributed  to  our  educational  periodicals,  as  well  as  by 
many  who  have  addressed  educational  gatherings.  It  appears  that 
some  teachers  and  supervisors  have  come  to  think  of  educational 
tests  as  a  panacea  for  many  if  not  all  of  the  difficulties  which  they 
encounter  in  their  work.  Recently  a  more  critical  attitude  toward  these 
measuring  instruments  has  been  developing.  Elaborate  critical  stud- 
ies of  educational  tests  are  being  made  and  attention  is  being  called 
to  their  defects  and  limitations.  As  a  result  many  persons  probably 
are  in  doubt  concerning  the  attitude  which  they  should  maintain. 
This  is  especially  true  in  the  case  of  achievement  tests  for  use  in  high 
schools. 

Limitations  of  achievement  tests  for  use  in  the  high  school. 
In  addition  to  the  general  limitations  of  educational  tests,  certain 
ones  are  introduced  by  the  nature  of  the  educational  objectives  of  the 
high  school.  The  function  of  an  achievement  test  is  to  yield  measures 
of  the  extent  to  which  pupils  have  attained  certain  objectives  which 
have  been  set  for  them.  For  example,  if  we  accept  as  an  objective  in 
the  field  of  spelling  the  ability  to  spell  correctly  a  certain  list  of  1000 
words,  a  test  for  this  field  should  yield  a  measure  of  the  ability  of 
pupils  to  spell  these  1000  words  correctly.  Similarly  in  the  field  of 
arithmetic  an  achievement  test  implies  certain  objectives  and  its 
function  is  to  measure  the  degree  to  which  pupils  have  achieved  these 
objectives. 

In  the  elementary  school  we  have  reached  a  fairly  definite  agree- 
ment upon  certain  minimum  essentials  in  such  subjects  as  arithmetic, 
silent  reading,  spelling  and  handwriting.  In  the  high  school  there  is 
far  less  agreement  in  regard  to  the  objectives.  In  history,  for  example, 
authorities  differ  in  regard  to  the  details  of  minimum  essentials  ex- 
cept in  the  case  of  a  few  of  the  most  formal  items.  In  fact,  it  does  not 
appear  to  be  essential  that  the  content  of  such  subjects  as  history 
should  be  fixed  to  the  extent  that  the  content  of  handwriting,  the 
operations  of  arithmetic  or  spelling  should  be.    It  seems  likely  that 

J3] 


two  teachers  of  European  History  might  be  equally  efficient  in  realiz- 
ing the  ultimate  educational  objectives  but  vary  widely  in  the  em- 
phasis which  they  place  upon  different  topics.  Indeed  it  is  conceiv- 
able that  they  might  exhibit  considerable  lack  of  agreement  with 
respect  to  the  topics  included  in  the  course. 

When  certain  exercises  are  chosen  for  a  test  which  is  to  be 
printed  and  offered  for  universal  use,  it  is  implied  that  these  exercises 
should  rightfully  be  included  in  the  educational  objectives  of  that 
subject.  Hence,  agreement  upon  the  group  of  educational  objectives 
to  be  attained  in  the  field  of  a  subject  is  a  prerequisite  for  the  con- 
struction of  a  satisfactory  achievement  test  in  that  field.  Because  of 
the  lack  of  agreement  in  regard  to  the  details  of  educational  objec- 
tives in  high  school  subjects  very  definite  limitations  are  placed  upon 
the  achievement  tests. 

Another  limitation  is  placed  upon  the  measurement  of  achieve- 
ment in  the  high  school  by  the  nature  of  the  outcomes  of  instruction. 
In  the  elementary  school  skills  and  memorized  facts  are  prominent 
among  the  desired  outcomes.  The  pupil  is  expected  to  memorize 
many  facts  in  arithmetic,  spelling,  geography,  etc.,  and  to  become 
skillfull  in  such  activities  as  calculation  in  arithmetic,  spelling,  silent 
reading  and  oral  and  written  expression.  In  the  high  school  the 
engendering  of  ideals,  attitudes  and  perspectives  becomes  prominent. 
These  outcomes  of  instruction  are  much  more  subtle  than  skills  or 
memorized  facts.  They  are  much  more  difficult  to  measure.  It 
should  be  frankly  recognized  that  at  the  present  time  we  are  not  able 
to  measure  them  as  satisfactorily  as  we  can  skills  and  memorized 
facts. 

Prognostic  tests  most  valuable  for  use  in  high  schools.  It  is  a 
well-known  fact  that  a  large  percent  of  high  school  students  fail  in 
the  subjects  which  they  undertake.  Some  of  these  students  do  not 
have  the  general  intelligence  to  do  the  work  that  is  required  of  them. 
Others  lack  the  special  ability  required  for  a  given  subject.  Some  have 
not  acquired  a  good  technic  of  study.  A  large  percent  of  these 
failures  could  probably  be  avoided  by  advising  students  not  to  under- 
take subjects  for  which  they  are  not  fitted.  The  most  valuable  func- 
tion of  standardized  tests  in  the  high  school  is  to  yield  measures  which 
are  prognostic  of  a  student's  probable  success  in  the  various  subjects. 
Most  tests  are  prognostic  to  at  least  a  slight  extent  but  a  number  have 
been  devised  for  this  particular  purpose. 

[4] 


General  intelligence  tests  have  for  their  function  the  measure- 
ment of  a  student's  general  capacity  to  do  the  work  of  the  school. 
In  addition  to  these,  we  have  a  few  tests  whose  function  is  prognostic 
for  certain  school  subjects,  as  Roger's  Test  of  Mathematical  Ability, 
Van  Wagenen's  Reading  Scales  for  History  and  General  Science,  and 
Handschin's  Predetermination  Tests  for  Foreign  Languages.  These 
tests  may  be  given  at  the  beginning  of  a  course  or,  in  a  few  cases, 
before  the  student  undertakes  the  work. 

Ability  to  read  silently  is  a  prerequisite  to  effective  study  in  a 
number  of  high-school  subjects.  In  such  cases  a  silent  reading  test 
has  a  general  prognostic  function.  Students  who  are  unable  to  make 
satisfactory  scores  on  suitable  silent  reading  tests  will  probably  do 
unsatisfactory  work  in  history,  literature,  science,  and  other  subjects 
which  involve  a  large  amount  of  textbook  study.  Hence  silent  reading 
tests  are  useful  for  general  prognostic  purposes. 

Little  opportunity  for  diagnosis  of  high  school  students  with 
reference  to  achievement*  The  possibility  of  diagnosing  students 
with  respect  to  their  achievements  is  not  the  same  in  all  grades  of  the 
school.  A  diagnosis  cannot  be  made  until  students  have  had  some 
opportunity  to  achieve.  They  must  have  received  some  instruction 
on  the  topic  before  diagnosis  is  possible.  In  the  elementary  school  the 
students  pursue  a  number  of  subjects  over  a  period  of  several  years. 
For  example,  they  study  silent  reading  in  all  grades.  By  repeated 
drill  they  are  trained  to  be  fluent  readers.  Much  the  same  situation 
exists  in  spelling,  handwriting,  and  arithmetic.  In  the  field  of  each  of 
these  subjects  there  is  abundant  opportunity  for  diagnosis  with  re- 
spect to  achievement  before  the  study  of  the  subject  is  completed. 
In  the  high  school,  however,  the  situation  is  materially  different. 
When  a  topic  has  been  studied,  a  student  does  not  return  to  it  ex- 
cept incidentally  or  in  the  course  of  review.  There  are  a  few  ex- 
ceptions such  as  the  operations  of  algebra,  and  pronunciation  of 
foreign  language  in  which  engendering  of  skills  extends  over  several 
months  or  even  a  longer  period.  However,  for  the  most  part  high- 
school  students  engage  in  the  study  of  topics  on  which  they  do  not 
receive  continued  training.  Hence,  a  diagnosis  with  respect  to 
achievement  is,  in  general,  impossible  until  instruction  in  the  subject 
has  practically  been  completed.  Then  a  diagnosis  has  only  a  limited 
usefulness.  Until  we  have  agreed  more  completely  upon  the  particu- 
lar educational  objectives  to  be  attained  and  have  modified  our  plan 
of  education  so  that  the  instruction  on  a  topic  will  extend  over  a 

[5] 


longer  period  of  time,  teachers  must  necessarily  make  their  diagnoses 
in  other  ways  than  by  the  use  of  standardized  tests. 

Purposes  to  be  realized  in  the  use  of  educational  tests  in  high 
schools.  Educational  tests  render  probably  the  greatest  service  to 
high-school  teachers  or  principals  in  connection  with  the  educational 
and  vocational  guidance  of  students.  They  are  helpful  also  in  the 
classification  of  students.  For  both  of  these  purposes  tests  of  general 
intelligence  are  probably  of  greatest  value.  Educational  tests  are 
much  less  useful  for  evaluating  the  efficiency  of  a  high  school  than 
of  an  elementary  school.  Until  we  have  arrived  at  an  agreement  con- 
cerning the  particular  objectives  to  be  attained  we  cannot  hope  to 
secure  from  the  scores  yielded  by  even  our  best  achievement  tests 
more  than  a  very  rough  indication  of  the  efficiency  of  the  high  school. 

Purpose  and  scope  of  the  following  list  of  tests.  It  has  been  the 
intention  of  the  writer  to  include  in  the  following  list  only  those  tests 
which  can  be  purchased  for  school  use.  However,  all  such  tests  have 
not  been  mentioned.  Very  few  critical  studies  of  the  tests  in  the  high 
school  field  have  been  made.  Hence  it  is  necessary  to  rely  almost 
wholly  upon  one's  judgment  in  making  up  such  a  list  and  in  com- 
menting on  the  different  tests;  However,  an  effort  has  been  made  to 
include  all  tests  which  appear  to  give  promise  of  being  helpful  to 
teachers.  Norms  are  available  for  all  except  a  few  of  the  tests  listed 
and  for  these  norms  will  doubtless  be  announced  soon.  No  complete 
descriptions  or  criticisms  have  been  attempted.  Certain  comment 
has  been  inserted  which  may  prove  helpful  in  forming  intelligent 
judgments  in  regard  to  the  value  of  different  tests. 

The  writer  believes  that  achievement  tests  for  high  school  sub- 
jects are  very  limited  in  their  usefulness  except  for  such  fields  as  the 
operations  of  algebra,  vocabulary  of  foreign  languages,  etc.  However, 
no  achievement  tests  have  been  omitted  for  this  reason.  When  the 
objectives  implied  in  a  test  are  in  agreement  with  the  teacher's 
objectives  a  rough  evaluation  of  the  achievements  of  his  class  or  even 
of  a  school  will  be  secured.  The  content  and  structure  of  some  of  the 
tests  should  be  suggestive  to  teachers  in  connection  with  the  prepar- 
ation of  exercises  for  written  reviews  or  examinations. 

Prices.  In  the  case  of  tests  which  require  a  copy  for  each  student 
the  prices  are  given  for  100  copies,  including  four  complete  sets  of 
directions  and  necessary  accessories.  For  this  reason  some  of  the 
prices  quoted  do  not  agree  with  those  announced  by  the  publishers 

[6] 


of  the  tests.  Some  publishers  sell  bulletins  of  directions  separate 
from  the  tests  and  they  are  not  included  in  an  order  unless  specifically 
requested.  Then  an  extra  charge  is  made  for  them.  After  a  school 
system  is  supplied  with  bulletins  of  directions,  it  will  not  be  necessary 
to  purchase  them  with  future  orders  of  the  tests. 

In  the  case  of  tests  which  are  designed  to  be  used  only  by  the 
teacher  and  consequently  only  one  copy  is  needed  for  a  class,  the 
price  is  given  for  single  copies.  An  attempt  has  been  made  to  secure 
accurate  prices  but  one  should  remember  that  most  publishers  re- 
serve the  right  to  change  prices  without  notice.  For  this  reason  too 
much  dependence  should  not  be  placed  upon  the  prices  given.  Some 
publishers  allow  a  discount  when  tests  are  purchased  in  quantities. 
In  practically  all  cases  the  purchaser  is  required  to  pay  transporta- 
tion charges  in  addition  to  the  prices  quoted. 


ACHIEVEMENT  TESTS 

ENGLISH 

(Under  the  head  of  English  we  have  included  measuring  instru- 
ments for  a  variety  of  subdivisions  of  the  general  field.  Composition 
scales,  and  tests  in  grammar,  punctuation,  literature,  and  spelling 
are  to  be  found  under  this  head.  A  few  tests  have  been  listed  which 
were  designed  for  use  in  the  elementary  school  but  which  have  been 
found  helpful  in  high  schools.) 

Abbott-Trabue  Exercises  for  Judging  Poetry 

Series  X  and  Series  Y 

These  series  are  to  be  used  as  duplicate  forms 
This  test  is  not  recommended  for  use  below  the  third  year  of  the 
high  school.    It  is  intended  to  measure  a  student's  appreciation  of 
poetry. 

Bureau  of  Publications,  Teachers  College,  Columbia 
University,  New  York  City.    $7.50,  Bulletin  of  Directors  40c. 

Buckingham  Extension  of  Ayres  Spelling  Scale 

The  extension  includes  505  new  words.  They  were,  however, 
not  chosen  in  the  same  manner  as  Ayres  chose  his  words  and  hence 
should  not  be  considered  as  belonging  in  a  fundamental  vocabulary 
in  the  same  sense  as  the  words  in  the  original  scale. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    14c.  a  single 
copy. 

[7] 


Briggs  English  Form  Test 

Forms  Alpha  and  Beta 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.     $1.40 

Charters  Diagnostic  Language  and  Grammar  Tests 

Pronouns,  Verbs,  Miscellaneous  A 

There  are  two  forms  of  each  test 

These  tests  are  both  general  and  diagnostic.    They  are  based 

upon  the  language  errors  which  school  children  were  found  to  make. 

No  information  is  available  concerning  the  equivalence  of  different 

forms. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.50 

Hillegas  Scale  for  Measurement  of  English  Composition  by  Young 
People 

The  Hudelson  Scale  and  the  Nassau  County  Supplement  to  the 
Hillegas  Scale  are  essentially  revisions  of  this  scale.  In  general  they 
will  be  found  more  satisfactory  than  the  original  scale.  The  Thorn- 
dike  Extension  of  the  Hillegas  Scale  is  another  revision  which  has 
corrected  some  of  the  faults  of  the  original  scale. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.    3c. 

Hudelson  English  Composition  Scale 

This  scale  is  published  in  pamphlet  form  which  makes  it  con- 
venient to  use.    It  is  essentially  a  revision  of  the  original  Hillegas 

Scale. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.   56c. 

Kirby  Grammar  Test 

Norms  for  this  test  have  not  been  announced  but  it  has  several 
promising  characteristics. 

Extension  Division,  University  of  Iowa,  Iowa  City,  Iowa.    $1.75 

Lewis  Scale  for  Measuring  Special  Types  of  English  Composition 

This  is  a  group  of  five  scales  for  measuring  the  following  types  of 
writing:  1.  Order  letters,  2.  Letters  of  application,  3.  Social  letters 
of  the  first  type  (narrative),  4.  Social  letters  of  the  second  type 
(problematic),  5.  Simple  narration.  The  five  scales  are  published  as  a 
single  pamphlet.   This  makes  their  use  inconvenient. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.    $1.36 

[8] 


Nassau  County  Supplement  to  the  Hillegas  Scale 

As  the  name  implies,  this  is  a  revision  of  the  original  Hillegas 
Scale  and  is  considered  more  satisfactory.  It  is  published  in  con- 
venient form  and  has  been  used  very  widely. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  10c. 

Pressey  Diagnostic  Tests  in  English  Composition  (Vocabulary,  gram- 
mar and  punctuation) 

This  is  a  battery  of  three  separate  tests.  Norms  have  not  been 
announced. 

Department  of  Psychology,  Indiana   University,  Bloomington,  Indiana. 
$1.05 

Sixteen  Spelling  Scales 

Each  of  these  scales  consists  of  twenty  words  incorporated  in 
sentences.  Twelve  of  the  scales  are  easy  and  the  other  four  are  more 
difficult. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.    40c. 

Starch  Punctuation  Scale 

Public  School  Publishing  Company,  Bloomington,  Illinois.   80c. 

Topeka  Scale  for  Measurement  of  Composition,  1920  Scale 

This  scale  is  different  from  other  composition  scales  in  a  number 
of  respects.  It  combines  the  objectives  in  composition  and  a  system 
of  marking  with  a  scale  for  measurement.  It  is  interesting  also  be- 
cause it  represents  the  results  of  the  attempts  of  one  group  of  teachers 
of  English  composition  to  solve  their  problems. 
Topeka  Public  Schools,  Topeka,  Kansas.    40c. 

Van  Wagenen  Reading  Scale  for  English  Literature 
Forms  A,  B,  and  C 

This  is  essentially  a  reading  test  in  the  field  of  English  literature. 
The  method  of  arriving  at  the  pupil's  score  is  complicated  and  will  be 
confusing  to  many  persons.  No  information  is  available  concerning 
the  equivalence  of  the  three  forms. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $3 

Willing  Scale  for  Measuring  Written  Composition 

This  scale  is  designed  to  measure  separately  form  value  and  story 

value.    For  this  reason  it  is  one  of  the  most  useful  composition  scales. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  9c.  single  copy. 

[9] 


SILENT  READING 
Haggerty  Achievement  Examination  in  Reading,  Sigma  3 

This  test  consists  of  three  parts — vocabulary,  sentence  reading, 
and  paragraph  reading.  Provision  is  made  for  combining  the  three 
scores  secured  into  a  total  measure  of  reading  ability.  Each  of  the 
sub-tests  is  a  power  test. 

World  Book  Company,  2126  Prairie  Avenue,    Chicago,  Illinois.  $6.80 

Monroe  Standardized  Silent  Reading  Test  III 

This  test  yields  a  measure  of  both  rate  and  comprehension. 
In  that  respect,  it  is  different  from  the  other  silent  reading  tests 
listed  here.   It  is  the  simplest  one  to  use. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   $1 

Thorndike   Scale  Alpha  2.     For  Measuring  the  Understanding  of 
Sentences 

This  is  a  power  test.  The  scoring  is  rather  highly  subjective 
which  makes  it  somewhat  unsatisfactory.  The  Thorndike-McCall 
Reading  Scale  is  superior  in  several  respects. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  $1.70 

Thorndike-McCall  Reading  Scale  for  the  Understanding  of  Sentences 

Forms  1,  2,  3,  4,  5,  and  6 
This  is  a  power  test.    The  scoring  is  not  entirely  objective.    No 
measure  of  rate  of  reading  is  secured.     Evidence  concerning  the 
equivalence  of  duplicate  forms  is  lacking. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  $2 

Thorndike  Test  of  Word  Knowledge 

Forms  A,  B,  C,  and  D 
This  is  a  new  vocabulary  test  which  appears  to  be  intended  to 
take  the  place  of  the  Thorndike  Visual  Vocabulary  Scales.    Pupils 
indicate  the  meaning  of  the  test  words  by  underlining  one  of  five 
words  or  phrases. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.     $1.50 

HISTORY 

(Altho  a  number  of  persons  have  prepared  tentative  tests  in 
the  field  of  history,  very  few  history  tests  can  be  purchased  for  use. 
Most  of  them  are  designed  for  the  elementary  school.    Practically 

[10] 


no  critical  studies  have  been  made  of  any  of  the  tests  in  this  field  and 
for  this  reason  their  reliability  as  well  as  their  validity  is  unknown. 
Some  persons  have  expressed  the  conviction  that  none  of  the  existing 
tests  in  the  field  of  history  are  satisfactory.) 

Barr  Diagnostic  Tests  in  American  History 

Primarily  for  use  in  high  schools 
Series  A  and  Series  B 
This  is  an  elaborate  series  of  tests  and  should  not  be  used  in 
elementary  schools  except  near  the  end  of  the  last  year.  The  author's 
attempt  is  to  get  away  from  a  test  which  is  purely  informational. 
There  is  some  evidence  that  the  two  forms  are  only  slightly  lacking 
in  equivalence. 

Public  School  Publishing  Company ,  Bloomington,  Illinois.   $4 

Davis  True-False  Test  in  Roman  History 

Mason  D.  Gray,  East  High  School,  Rochester,  New  York.  $1 

Gregory  Tests  in  American  History 

Form  A 
This  is  a  battery  of  five  tests  designed  for  use  in  the  eighth  grade 
but  appears  to  be  suitable  for  the  high  school. 

Bureau  of  Educational  Research,  University  of  Oregon,  Eugene,  Oregon.  $4 

Harlan  Test  of  Information  in  American  History 

This  is  a  simple  test  that  has  been  widely  used. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    80c. 

Van  Wagenen  American  History  Scales 

Information  Scale  A  and  Scale  B 

Thought  Scale  A  and  Scale  B 

Character  Judgment  Scale  A  and  Scale  B 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.   $1.25  each  scale,  Manual  90c.  extra. 

Van  Wagenen  Reading  Scales  for  General  History 

Scale  A  and  Scale  B 
These  are  to  be  used  as  duplicate  forms 

These  scales  have  a  prognostic  function.    They  are  intended  to 
measure  the  ability  of  students  to  read  history  material. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $3 

[11] 


MODERN  LANGUAGES 

Handschin  Comprehension  and  Grammar,  Test  A:  French 

This  test  is  designed  for  use  in  the  first  year.  It  consists  of  six 
easy  French  sentences.  These  sentences  are  to  be  studied  and  then 
reproduced  from  memory.  Certain  questions  relating  to  grammar 
are  then  asked. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $2 

Handschin  Silent  Reading  Test  A:  French 

This  test  is  designed  for  either  first  or  second  year  classes.  It 
consists  of  exercises  which  must  be  answered  in  French. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $2 

Handschin  Silent  Reading  Test  B:    French 

This  test  is  designed  for  use  in  either  the  first  or  second  year. 
The  pupils  read  a  selection  in  French  and  then  answer  from  memory 
questions  based  upon  it. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $2 

Handschin  Silent  Reading  Test  A:   Spanish 

This  test  is  designed  for  either  first  or  second  year  classes.  It 
consists  of  exercises  which  must  be  answered  in  Spanish 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $2 

Handschin  Silent  Reading  Test  B:   Spanish 

This  test  is  designed  for  use  in  either  the  first  or  second  year. 
The  pupils  read  a  selection  in  Spanish  and  then  answer  from  memory 
questions  based  upon  it. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $2 

Henmon  French  Tests 

Tests  1,  2,  3,  and  4  constitute  four  duplicate  forms 
Each   test   consists   of  two   parts — vocabulary   and   sentences. 
Each  part  is  arranged  in  the  form  of  a  power  test. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.   $2 

Wilkins  Prognosis  Test  in  Modern  Languages 

This  test  is  to  be  used  for  determining  the  probable  ability  of 
students  to  learn   modern  foreign  languages   (French  or  Spanish). 
The  first  part  of  it  is  to  be  given  at  the  very  beginning  of  the  study  of 
the  language.  The  second  part  is  to  be  given  after  four  weeks  of  study 
World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $6.40 

[12] 


LATIN 
Henmon  Latin  Tests 

Tests  1,  2,  3,  and  4 
These  tests  are  to  be  considered  as  duplicate  forms.    Each  con- 
sists of  two  parts — vocabulary  and  sentences.    Test  X  is  limited  to 
vocabulary. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $2 

Holtz-Godsey  Latin  Teaching  Tests 

The  five  tests  of  this  series  deal  with  the  Latin  vocabulary. 
Two  tests  relate  to  derivatives  of  Latin  words.  One  test  consists  of  a 
list  of  English  words  which  are  incorrectly  spelled  and  the  student  is 
asked  to  correct  their  spelling:  In  another  test  the  student  is  to  write 
the  plural  of  English  words  which  have  been  adopted  from  the  Latin. 
The  last  test  is  of  the  "same  opposite"  type. 

Bureau  of  Educational  Measurements  and  Standards,  Kansas  State  Normal 

School,  Emporia,  Kansas.   50c. 

Godsey  Diagnostic  Latin  Composition  Test 

This  test  consists  of  exercises  in  which  the  student  is  given  an 
English  sentence  and  its  Latin  translation.    In  this  translation  one 
word  is  given  in  four  forms.    The  student  is  asked  to  choose  the 
correct  form  and  to  select  from  a  list  the  rule  which  applies. 
Mason  D.  Gray,  East  High  School,  Rochester,  New  York.  $1 

Pressey  Test  in  Latin  Syntax 

In  this  test  a  student  is  presented  with  exercises  consisting  of  an 
English  sentence  and  four  Latin  translations  of  it.  Only  one  of  these 
translations  is  correct.  The  student  is  asked  to  choose  the  correct 
one. 

Mason  D.  Gray,  East  High  School,  Rochester,  New  York.  $1 

Starch- Waters  Latin  Tests 

This  test  includes  one  on  Latin  vocabulary  and  one  on  the  trans- 
lation of  Latin  sentences. 

University  Cooperative  Company,  504  State  Street,  Madison,  Wisconsin. 
$2 

Tyler-Pressey  Test  in  Latin  Verb  Forms 

In  this  test  the  student  is  presented  with  exercises  consisting  of  a 
Latin  verb  and  four  English  translations  of  it.  The  student  is  asked 
to  choose  the  correct  one. 

Mason  D.  Gray,  East  High  School,  Rochester,  New  York.    $1 

[13] 


Ullman-Kirby  Latin  Comprehension  Test 

This  is  a  Latin  reading  test  similar  to  the  Thorndike-McCall 
Reading  Scale.  The  paragraphs  to  be  read  are  in  Latin.  The  ques- 
tions are  in  English  and  are  to  be  answered  in  English. 

Mason  D.  Gray,  East  High  School,  Rochester,  New  York.  $1 

MATHEMATICS 

Douglass  Standard  Diagnostic  Tests  for  First  Year  Algebra 

Series  A  (for  the  fundamental  operations) 
Series  B  (for  additional  processes) 
Series  A  is  published  in  two  forms,  and  there  are  four  tests  in 
each  form:    1.  Addition  and  subtraction;  2.  Multiplication;  3.  Divi- 
sion; 4.  Solution  of  simple  equations. 

Series  B  consists  of  seven  tests:  1.  Fractions;  2.  Factoring;  3. 
Formulae  and  fractional  equations;  4.  Simultaneous  equations;  5. 
Graphs;  6.  Square  roots,  exponents  and  radicals;  7.  Quadratic  equa- 
tions.  All  of  the  tests  are  arranged  in  the  form  of  power  tests. 

Bureau  of  Educational  Research,  University  of  Oregon,  Eugene,  Oregon. 
Series  A,  $1.60,  Series  B,  $3.50 

Hotz  Algebra  Scales 

Test  1,  Addition  and  Subtraction 
Test  2,  Multiplication  and  Division 
Test  3,  Equation  and  Formulation 
Test  4,  Graphs 
Test  5,  Problems 

Series  A  and  B.  The  former  is  an  abbreviated  form  of  the  latter 
Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  $1.25.  Manual  of  Directions,  75c. 

Illinois  Standardized  Algebra  Tests 

The  four  tests  of  this  series  are  confined  to  simple  equations 
Each  test  is  done  separately  and  yields  a  measure  of  a  student's 
skill  in  solving  the  type  of  equation  included  in  the  test. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $2.50 

Minnick  Geometry  Tests 

Test  A,  Drawing  of  figures 

Test  B,  Stating  of  hypotheses  and  conclusions 

[H] 


Test  C,  Recalling  facts  and  figures 

Test  D,  Selecting  and  organizing  facts  to  produce  a  proof 

Public  School  Publishing  Company ,  Bloomington,  Illinois.  $2.50  -per  each 
test. 

Rogers  Test  of  Mathematical  Ability 

This  is  a  series  of  six  tests  designed  to  be  used  for  prognostic 
purposes  and  not  for  measuring  the  results  of  teaching. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  $9.  Manual  of  Directions,  65c. 

Rugg  and  Clark  Tests  in  First  Year  Algebra 

This  is  a  series  of  sixteen  tests.  They  are  to  measure  skill  in 
algebra. 

University  of  Chicago  Book  Store,  University  of  Chicago,  Chicago,  Illinois. 
$8 

Thurstone  Vocational  Guidance  Tests  in  Algebra  and  Geometry 

These  tests  were  designed  to  furnish  a  prediction  of  the  chances 
of  a  student's  success  in  the  field  of  engineering. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.    Algebra, 
$4,  Geometry,  $4 

SCIENCE 

(Altho  many  tests  in  the  field  of  Science  have  been  con- 
structed for  experimental  use  there  are  relatively  few  which  have 
been  published  for  general  use.  It  has  been  our  intention  to  mention 
only  those  tests  which  can  be  obtained.  There  are,  however,  a  number 
of  experimental  tests  which  will  be  helpful  to  Science  teachers  who 
are  interested  in  this  phase  of  their  work.) 

Downing  Revised  Range  of  Information  Test  in  Science 

Elliot  R.  Downing,  School  of  Education,  University  of  Chicago,  Chicago 
Illinois.  40c. 

Glenn  Physics  Tests  (Experimental) 

This  is  a  group  of  tests  intended  to  measure  several  types  of 
outcomes  engendered  by  the  teaching  of  physics.  The  tests  are  in- 
tended to  be  given  at  the  end  of  the  first  semester  or  at  the  end  of  the 
school  year. 

E.  R.  Glenn,  Lincoln  School,  425  West  123rd  Street,  New  York. 

[15] 


Glenn- Welton  High  School  Chemistry  Tests  for  Instructional  Pur- 
poses (Experimental) 

This  is  an  elaborate  battery  of  36  tests  designed  to  cover  all  im- 
portant topics  in  the  high-school  course. 

E.  R.  Glenn,  Lincoln  School,  425  West  123rd  Street,  New  York. 

Iowa  Physics  Test.    Devised  by  H.  L.  Camp 

There  are  three  tests  in  this  series;  One  on  each  of  the  following 
divisions  of  physics:  (1)  mechanics;  (2)  electricity  and  magnetism; 
(3)  heat. 

Extension  Division,  University  of  Iowa,  Iowa  City,  Iowa.   $1.25 

Powers  Chemistry  Scales  A  and  B  (Experimental) 

Scale  A  is  intended  to  measure  ability  to  do  tasks  in  Chemistry. 
Scale  B  is  intended  to  measure  the  student's  range  of  information. 
World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois. 

Starch  Physics  Test 

This  is  a  test  consisting  of  a  series  of  75  completion  exercises 
covering  all  divisions  of  Physics. 

University  Cooperative  Company ,  504  State  Street,  Madison,  Wisconsin.  $2 

Van  Wagenen  Reading  Scales  for  General  Science 

Scale  A  and  Scale  B 
These  scales  are  designed  to  yield  measures  of  ability  of  students 
to  read  the  descriptive  material  found  in  science  textbooks.    The 
method  of  computing  a  student's  score  is  somewhat  difficult. 
Public  School  Publishing  Company,  Bloomington,  Illinois.    $3 

MISCELLANEOUS 

(Most  of  the  tests  listed  under  this  head  have  not  been  well 
standardized.  Some  of  them  have  not  passed  beyond  the  experimen- 
tal stage.) 

Beach  Standardized  Music  Tests  Series  I 

This  is  a  test  designed  to  measure  the  achievements  of  students 
in  Music. 

Bureau  of  Educational  Measurements  and  Standards,  Kansas  State  Normal 
School,  Emporia,  Kansas.     $4.    Manual  of  Directors,  35c. 

Downey  Individual  Will-Temperament  Test 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.    $5.20 
Manual  of  Directions  20c. 

[16] 


Downey  Group  Will-Temperament  Test 

World  Book  Company,  2 126  Prairie  Avenue,  Chicago,  Illinois.  $7.  Manual 
of  Directions,  15c. 

Goodspeed-Dodge  Primary  Test  in  Home-Making 

Parker  Company,  Madison,  Wisconsin.    75c. 

Murdoch's  Scale  for  Measuring  Certain  Elements  of  Hand  Sewing 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.   $1.   Manual  of  Directions  extra. 

Seashore  Musical  Talent  Chart 

Phonograph  records  are  used  in  securing  measures  of  several 
elements  of  musical  talent. 

Columbia  Graphaphone  Company,  New  York  City.    {Address  company  for 
prices.) 

Stenquist  Mechanical  Aptitude  Tests 

These  tests  are  designed  to  measure  general  mechanical  aptitude. 
They  will  be  found  helpful  in  certain  phases  of  vocational  guidance. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  Tests  I  and 
II,  %6  each.  Manual  of  Directions,  20c. 

Stiebeling- Worcester  Chart  for  Diagnosing  Defects  in  Buttonholes 

Bureau  of  Educational  Measurements  and  Standards,  Kansas  State  Normal 
School,  Emporia,  Kansas,  15c. 

Thurstone  Vocational  Guidance  Tests 

This  group  of  tests  includes  arithmetic,  algebra,  geometry, 
physics  and  technical  information.  They  are  designed  to  determine 
the  fitness  of  high  school  students  for  entrance  into  engineering 
schools. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.    $4  each 
test.    Manual  of  Directions  20c. 


INTELLIGENCE  TESTS 

Army  Group  Examination,  Alpha 

This  intelligence  test  is  very  similar  to  the  Otis  Group  Intelli- 
gence Test  and  has  been  widely  used  in  high  schools. 

Bureau  of  Educational  Measurements  and  Standards,  Kansas  State  Normal 
School,  Emporia,  Kansas.  $3.  Manual  of  Directions  75c,  Stencils,  $1.25 

[17] 


Chicago  Group  Intelligence  Test 

Forms  A  and  B 

University  of  Chicago  Press,  University  of  Chicago,  Chicago,  Illinois.  fA 

Dearborn  Group  Test  of  Intelligence,  Series  II,  Revised  Edition 

This  series  of  general  intelligence  tests  consists  of  two  parts — 
General  Examination  C  and  General  Examination  D.  They  are  non- 
verbal in  character. 

J.  B.  Lippincott  Company,  227  South  6th  Street,  Philadelphia,  Pennsyl- 
vania. $4.50 

Haggerty  Intelligence  Examination,  Delta  II 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $6.92 

Miller  Mental  Ability  Test 

This  is  a  brief  test  designed  to  secure  information  to  use  in  classi- 
fying and  advising  pupils  who  are  entering  high  school. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $4.  Manual 
of  Directions  20c. 

Myers  Mental  Measure 

Forms  1  and  2 
This  is  a  non-verbal  test  which  is  recommended  for  use  in  all 
grades.   In  this  respect  it  is  unique  as  most  of  the  tests  have  different 
divisions  for  the  different  grades. 

Newson  and  Company,  73  Fifth  Avenue,  New  York  City.  $5 

Otis  Group  Intelligence  Scale,  Advanced  Examination 

Forms  A  and  B 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.  $7.80 

Terman  Group  Test  of  Mental  Ability 

Forms  A  and  B 

World  Book  Company,  2126  Prairie  Avenue,  Chicago,  Illinois.   $6 


[18] 


CIRCULARS  OF  THE  BUREAU  OF  EDUCATIONAL 
RESEARCH,  COLLEGE  OF  EDUCATION,  UNI- 
VERSITY OF  ILLINOIS,  URBANA,  ILLINOIS. 


No.  12.     Monroe,  Walter  S.  Announcements  of  the  Bureau 
of  Educational  Research  for  1922-23. 


No.  13.     Monroe,  Walter  S.   Definitions  of  the  Terminology 
of  Educational  Measurements. 


No.  14.     Streitz,  Ruth.    Gifted  Children  and  Provisions  for 
Them  in  Our  Schools. 

No.  15.     Monroe,  Walter  S.    Educational  Tests  for  Use  in 
Elementary  Schools. 

No.  16.     Odell,  Charles  W.   The  Effect  of  Attendance  Upon 
School  Achievement. 

No.  17.     Mohlman,  Dora  Keen.     The  Elementary   School 
Principalship. 

No.  18.     Monroe,  Walter  S.    Educational  Tests  for  Use  in 
High  Schools. 


A  limited  number  of  copies  of  these  educational  circulars 
are  available  for  free  distribution  to  superintendents  and 
teachers  in  Illinois.  We  shall  be  glad  to  add  to  our  mailing 
list  for  these  circulars  the  names  of  any  teachers  or  superin- 
tendents who  care  to  receive  them  regularly.  We  shall  be 
glad  also  to  send  additional  copies  of  any  circular  to 
superintendents  or  principals  for  distribution  among  their 
teachers.  Address  all  communications  to  the  Bureau  of  Edu- 
cational Research,  University  of  Illinois. 


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X. 


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